Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Abstract

Background. The study of using process-genre approach that was used to increase the writing competence had been conducted by many researchers. However, the contirbution of this learning approach for HOTs aspects has not been done by many researchers, especially on learning writing Indonesian
 Purpose. Many studies only focused on one research approach, consequently, the finding was not quite comprehensive. Besides, to examine the effect of process-genre approach on academic writing competence and HOTs, this research also aimed to explore attitude and students’ expectation on their learning experience by using this approach.
 Method. The research used a sequential, mixed-method explanatory approach. Two grades were randomly chosen to enroll in the experimental class and a monitoring class of up to 52 students. The individual is a member of the Indonesian language education department who is currently taking the writing 1 course at the Bengkulu University, Indonesia. There are two instruments used in this analysis, the writing test & HOTs test for Quantitative statistics and semi-structured qualitative data interviews. The data from the writing test and the HOTs were quantitatively analysed for the paired sample t-test, the stand-alone sample t-test and the MANOVA, while the interview data were analysed using thematic analysis techniques.
 Results and Implications. The results have found that process-genre approach had a substantial positive effect on scholarly writing and student HOTs. Besides, thematic research also reveals that there are favorable views and expectations of students regarding the influence of the process-genre approach towards academic writing and student HOTs. This finding is iexpected to enrich knowledge about how students could enhance their writing ability and HOTs by using process-genre approach.

Self-Efficacy (SE) and Motivation of the Indonesian Teacher Educator Authors (TEAs) in Writing Articles for Publication: The Bloom Digital Taxonomy (BDT) Perspective

“…Numerous studies were conducted on self-efficacy (SE), and how the genre-based approach (GBA) enhanced academic writing was explained, while the current study primarily explored the characteristics of self-efficacy (SE) and motivation (Wardhana, 2022). The results showed that the genre-based approach (GBA) improved academic writing proficiency and self-efficacy (SE), therefore, the current study perpetuated this suggestion.…”

Scripting success: a systematic literature review of the process genre approach for writing in Asian education

“…Universal journal of educational research [26] Pen-and-paper or online? An academic writing course to teachertrainees Cogent education [27] Process genre approach to L2 academic writing: An intervention study XLinguae [28] Reflections on employing innovative approaches in an academic writing course PONTE international scientific researchs journal [29] Analysing a faculty learning community strategy based on a process-genre approach supported by videos to develop the writing competence of English teaching students DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada [30] A process-genre approach to teaching writing report text to senior high school students Indonesian journal of applied linguistics [31] A pre-experimental study on a process-genre approach for teaching essay writing Journal of language & education [32] Pre-writing and post-writing explicit instruction: Differential effects on L2 learners' writing accuracy RELC journal [33] Impacts of process-genre approach on EFL sophomores' writing performance, writing self-efficacy, writing autonomy Journal of language & education [34] Exploring the impact of process-genre approach on learners' academic writing and higher order thinking skills Journal of language & education [35] Explicit instruction in an EFL writing class: A process-genre perspective Linguistics research [36] Bringing innovation to EFL writing: The case of a primary school in Hong Kong…”

“…Figure 8 is shown below to show the frequency of dependent variables researched. PhD English academic writing skills; Feasibility of the approach for a doctoral EAP program [25] Asian EFL pre-university students' writing performance; Writing quality; Learners' engagement [26] Needs of university students and lecturers in writing instructions [27] Effectiveness of a writing course; Senior ELT students' writings in pen-and-paper (portfolio) work and online work [28] Master degree program's students' academic writing skills; Students' perceptions [29] Challenges faced by the lecturer of an academic writing course for pre-service EFL teachers [30] Writing competence in an English Teaching Program from the trainee English teachers/students' perspectives [31] Senior high students' writing skills of report text [32] Undergraduate students' EFL academic essay writing; Students' perceptions [33] College students/L2 learners' overall writing accuracy and errors [34] Vietnamese university EFL students' writing performance, self-efficacy and autonomy [35] University students' academic writing competence on HOTs, students' attitudes and expectations on their learning experience [36] University students' writing improvement [37] Primary school EFL teachers' incorporation of focus on writing program; Primary school students' writing performance; Factors facilitating change in the writing classroom; Challenges teachers face [38] Undergraduate students' individual writing performances; Levels of the cognitive load [39] College L2 students' perceived metacognitive strategy; Students extent of metacognitive strategies deployment…”

“…Instruments used [6] Students' narratives ; Researcher's reflective journals [7] Argumentative essays [23] Extended essays [24] Students' written tasks with peer-feedback and revisions (individual reflective commentary, group commentary, in-class report, simulated research proposal); Onsite researcher's observation notes; Interviews [25] Opinion essays [26] Qualitative questionnaires; Interviews [27] Portfolio work; Online work; Research journal; Structured interviews [28] Academic writing; Feedback questionnaire; Field notes [29] Reflective journal; Qualitative interviews [30] Writing tests; Focus group interviews [31] Report texts, Participant observation [32] Opinion essays; Unstructured interviews [33] Argumentative essays [34] Writing entry test; Writing exit test; Questionnaires of writing self-efficacy and autonomy [35] Writing test; HOTs test; Semi-structured interviews [36] Narrative essays; Argumentative essays [37] Interviews; Survey; Writing; Exam scores [38] Essays; Cognitive load rating questionnaire [39] Metacognitive strategy questionnaires; Think aloud protocols…”

Challenge of integrating writing aspects in process-oriented approach classroom and their roles to students' writing ability

“…This nature-inspired language scholars formulate approaches (process-based approach, process-genre approach) that pass through various stages such as the construction of the context, examination of the text of the model, collective construction of the text, individual construction of the text, and contemplation on prose. Also, Zhao (2017) in Wardhana (2022) suggested the following stages exploration of intent and functions, language scaffolding, modeling, mutual/ joint text construction, unique text construction, and description. Learners' active involvement and knowledge discovery in the learning process play a significant role.…”